O Teste de Progresso como Indicador para Melhorias em Curso de Graduação em Medicina

Rosa, Maria Inês da; Isoppo, Camila Carminati; Cattaneo, Helen Dominik; Madeira, Kristian; Adami, Fernando; Filho, Olavo Franco Ferreira

doi:10.1590/1981-52712015v41n1rb20160022

“…O curso de Medicina da Universidade do Extremo Sul Catarinense (UNESC) faz parte do Núcleo de Apoio Pedagógico Interinstitucional Sul II (Napisul II), formado em 2011, e participou de todas as edições do TP 8 . Atualmente existem no Brasil 12 núcleos de TP em funcionamento.…”

Section: Introductionunclassified

Percepção dos Acadêmicos de Medicina sobre o Teste de Progresso

Sartor

¹

,

Rosa

²

,

Madeira

³

et al. 2020

Rev. bras. educ. med.

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Introduction: The Progress Test was created to address the necessity of measuring the level of knowledge consolidation along the years of Medical school. The test is administered periodically to all students in a curriculum, assessing the student’s cognitive growth throughout their journey at undergraduate level. In addition to assessing the student individually, the test evaluates the institution, showing in which areas its curriculum base should be improved. The aim is to assess the Universidade do Extremo Sul Catarinense student’s perception of the Progress Test. Methods: A cross-sectional study was performed. Data was collected through questionnaires created by the researchers and applied to medical students - the ones who took the Progress Test at least once - from October 15th to November 30th, 2018. The statistical analysis was performed with a 95% confidence interval. Results: A response rate of 70.41% was obtained, with a total of 424 questionnaires being included in the research. Demographic data showed a predominance of female gender (60,4%) and white ethnicity (96,2%) in the population and a mean age of 23 years. In all semesters (early, intermediate and final ones) the participants knew the goal of the progress test, and most students consider it important. It was also observed that the majority of the students considered clinical surgery and collective health as their worst performance in the test. In clinical medicine, pediatrics, and gynecology-obstetrics, the students of the intermediate and final semesters were satisfied with their level of knowledge. “To evaluate the student’s progress/performance” was highlighted as the most positive point. Among the negative ones “decrease the number of questions so the test is not as extensive” was emphasized. Conclusion: The students of the sample consider the Progress Test important and know about its purpose. The final third of the Medical School is the one who feels most prepared to face the test. The main fields to which the students attributed their worst performance were clinical surgery and collective health. Regarding clinical medicine, pediatrics, gynecology, and obstetrics the students were satisfied with their knowledge.

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“…After the first test was applied, changes were made to the medical course at the university. Subsequent tests demonstrated the effectiveness of these changes 16 .…”

Section: Resultsmentioning

confidence: 98%

“…Considering the interest of medical schools in the development of educational process, partnerships were created to share information and learning, making it possible to improve the application and usefulness of the test in medical education. With this objective in mind, the South II Interinstitutional Pedagogical Support Center (Núcleo de Apoio Pedagógico Interinstitucional Sul II, NAPISUL II) was established in 2010 through the initiative of eight medical schools with support from the Brazilian Medical Education Association (Associação Brasileira de Educação Médica, ABEM), with the objective of creating, implementing and analyzing the Progress Test 16 .…”

Section: Discussionmentioning

confidence: 99%

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Progress Test in Medical School: a Systematic Review of the Literature

Reberti

¹

,

Monfredini

²

,

Filho

³

et al. 2020

Rev. bras. educ. med.

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Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: “Progress Test in Medical Schools” and “Item Response Theory in Medicine” in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students’ performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.

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“…The articles included were: "O Teste de Progresso como indicador para melhorias em curso de graduação em medicina" by Rosa et al (2017) 16 ; "Avaliação somativa de habilidades cognitivas: experiência envolvendo boas práticas para a elaboração de testes de múltipla escolha e a composição de exames", by Bollela et al (2018) 3 .…”

Section: Scielounclassified

Teste de Progresso na Escola Médica: uma Revisão Sistemática acerca da Literatura

Reberti

¹

,

Monfredini

²

,

Filho

³

et al. 2020

Rev. bras. educ. med.

Self Cite

6

0

View full text Add to dashboard Cite

Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: “Progress Test in Medical Schools” and “Item Response Theory in Medicine” in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students’ performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.

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O Teste de Progresso como Indicador para Melhorias em Curso de Graduação em Medicina

Abstract: KEYWORDS-Medical Education.-Education.-Universities.-Indicators.-Quality. ABSTRACT

Cited by 13 publications

References 16 publications

Percepção dos Acadêmicos de Medicina sobre o Teste de Progresso

Percepção dos Acadêmicos de Medicina sobre o Teste de Progresso

Progress Test in Medical School: a Systematic Review of the Literature

Teste de Progresso na Escola Médica: uma Revisão Sistemática acerca da Literatura

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